Syftet med studien är att undersöka lärares syn på användandet av elevernas förstaspråk eller ”English-only” i engelskundervisningen, samt vilken potentiell utveckling de ser att den valda strategin resulterar i. Studien är kvalitativ och byggt på intervjuer med sju grundskollärare. Studien anlägger två teoretiska perspektiv. Först det sociokulturella perspektivet och det andra perspektivet är det språk inlärningsteoretiska som handlar om språkundervisning. Det finns tre språk inlärningsteoretiska som är ”Condition-Oriented Ideas”, ”Bottom Up Language Focused Ideas” och ”Top Down Language Focused Ideas”.  Studien visar att läraren kan använda båda metoderna men det beror på i vilka situationer och vilka elever läraren undervisar. ”English-only” har många fördelar speciellt för högstadieelever och för elever som har kunskaper och erfarenheter i engelska. ”English-only” gör att engelskan blir mer naturlig, vilket ökar elevernas motivation. ”English-only” är bra om läraren ger engelska instruktioner steg för steg med förklaringar. Enligt deltagarna finns det många fördelar när läraren använder L1 speciellt med mellanstadieelever och med elever som kämpar med engelskan. Det är bättre att använda L1 under genomgångar med elever som är på en låg nivå i engelska. L1 hjälper eleverna att förstå mer engelska, ökar elevernas motivation och L1 gör också så att elever som kämpar i engelska litar på sina förmågor. Resultatet av studien visar att läraren behöver bygga goda relationer med sina elever för att kunna anpassa undervisningen. Läraren behöver också prata på ett språk som eleverna förstår. Elever som inte har kunskaper i engelska kommer inte förstå läraren om läraren pratar ”English-only”. Elever som har goda kunskaper i engelska kommer tycka att det är tråkigt med engelska om läraren använder för mycket L1 under engelskalektionen. En slutsats som kan dras av studien är att läraren behöver vara medveten om när och i vilka situationer det är bra att använda ”English-only” eller L1.

This report aims to evaluate the potential of sharing energyregarding heat and cooling between buildings in a smalldecentralized energy system. A model of an energy substation wasdeveloped in IDA ICE Advanced level only system to create a timeefficient tool that is easy to handle for people in the industry.Three cases of building stocks with different heating and coolingdemands were modeled in the energy substation, both separately andcollectively, to investigate the differences in energy performanceas a result of energy recovery between buildings. The study also contained a sociotechnical aspect of thedecentralized energy system. Interviews were carried out to studyhow a mutual energy substation is implemented in reality and whatchallenges and opportunities the technology faces. An importantconclusion is that the future development for this new technologyis highly dependent on an increased cooperation between companiesin the industry.The simulations of the cases showed an improved energy performancefor the mutual energy substations in all three cases, sevenpercent improvement as most. The report concludes that there ispotential for an improved energy performance in a building stockwhen implementing a mutual energy substation since it enables theability to save energy through energy recovery. Furthermore, it isconcluded that a resembling heat and cooling demand within thebuilding stock increases the total energy performance of thesystem. An improved control system of the model is recommendedbefore deciding if and where it is beneficial to implement amutual energy substation.

The predominately rural state of Mississippi responded to high teenage pregnancy rates by enacting a 2011 law requiring school districts to choose between an abstinence-only and an abstinence-plus program for their high schools. However, there is limited extant research on Mississippi's sex education policies, creating a research gap that inhibits developing successful programs to reduce teenage pregnancy rates. There is specifically a need to compare the two types of allowed programs with a focus on rural areas. This study compared programs by examining students' abstinent sexual attitudes, social norms, self-efficacy, sexual abstinence behaviors, and perceived effectiveness of sexual education and decision making to address whether those variables differed by program and if programs and genders interacted. The study was informed by the health belief model, social cognitive theory, and the theory of reasoned action. The study collected data from 366 students who had taken one of the two programs completed 4 surveys: a demographic survey, the Sexual Risk Behavioral Belief and Self-Efficacy scale, the Sexual Abstinence scale, and the Effectiveness of Sexual Education scale. Students who completed the abstinence-plus program had higher levels of abstinent sexual attitudes, abstinent social norms, abstinent self-efficacy, and sexual decision-making self-efficacy when compared to students who completed the abstinence-only program, with a small effect size for abstinent social norms. Sexual abstinence behavior scores did not differ by program and programs and genders did not interact. Future studies should include a pretest and posttest evaluation. Analyzing these programs facilitates social change by informing the design of effective programs that focus on at-risk youth sexual behaviors.

student achievement and attitude changes toward science resulting from three different approaches used in teaching introductory general education biology at Diablo Valley Community College in Pleasant Hill, California , were compared. The three teaching approaches used were the lecture-only, lecture - laboratory and lecture-recitation. The sample was composed of 129 students enrolled in Biology 101 and 102 at Diablo Valley Community College during fall semester 1974-75. Forty-three students comprised the control group taught by the lecture-only method. Forty-three students comprised the experimental group taught by the lecture-laboratory method. Forty-three students comprised a second experimental group taught by the lecture-recitation method. Student Achievement was measured using two subject matter achievement test. One test was the Nelson Biology Test consisting of 65 multiple-choice items. A reliability coefficient of .93 was established using the Kuder Richardson Formula 20. A second achievement test consisting of 100 multiple-choice questions was constructed by the investigator. A reliability coefficient of .89 was established using the Kuder Richardson Formula 20. Student attitude change toward science was measured using a Scientific Attitude Inventory constructed by Richard Moore at Temple University. A reliability coefficient of .73 was established using the Kuder Richardson Formula 20. Analysis of covariance was used to compare mean posttest scores for the three groups involved in each hypothesis. The Scheffe' Test was used to make comparisons between pairs of group mean posttest scores. At the .05 level of significance, it was found that (1) students taught by the lecture-laboratory method had higher mean achievement scores than students taught by the lecture-only method when measured by either the Nelson Biology Test or the teacher-made test, (2) students taught by the lecture-laboratory method did not have significantly different mean achievement scores on the Nelson Biology Test than students taught by the lecture-recitation method, (3) students taught by the lecture-recitation method did not have significantly different mean achievement scores on the Nelson Biology Test or the teacher-made test than students taught by the lecture-only method when SCAT scores were used as the covariate, (4) students taught by the lecture-laboratory method had significantly higher mean achievement scores on the teacher-made test than students in the lecture-recitation group when SCAT scores were used as the covariate, (5) student attitudes toward science were not significantly different for the students taught by the lecture-laboratory method than for students taught by the lecture-recitation method as measured by the Scientific Attitude Inventory, and (6) students attitudes toward science were changed more favorably by the lecture-laboratory and lecture-recitation methods than by the lecture-only method as measured by the Scientific Attitude Inventory. The results of this study suggest that students benefit when they experience a personal involvement with biological materials and laboratory equipment in investigating principles taught in the lecture portion of the course. The personal hands-on experience in designing and carrying out investigations in the laboratory helps students to more closely identify with the biology course and the work of the biologist. Results also suggest that students benefit by the extra time offered by the laboratory experience. Students achieve more and indicate a more favorable change in attitude toward science upon completion of the lecture-laboratory course than do students completing the lecture-only course or the lecture-recitation course.

Engagement in networking is described as a facilitator for an individual's career progression. Research has shown how men tend to benefit from informal networking, and difficulties appearing for women to penetrate these male informal networks. Formal networks have thereby arisen as a countermeasure, and more precisely, women-only-networks, which have been argued to serve as a means for women in their career. However, there is limited knowledge of the experienced role women-only-networks provide for female career progression. Through qualitative research with an inductive approach, top-position women in the financial industry were interviewed. The study’s results show how women-only-networks work as a facilitator for women's career progression, both through soft values such as providing women with a community of relatedness, as well as career enhancing resources such as recruitment possibilities. Further, the results display how women-only-networks serve a collective purpose for women as they facilitate change of existing gender structures in the industry. The overall conclusion is hence that women-only-networks have an equal worth in themselves for female career progression as mens’ informal networks have for male career progression.

No description available.

The probability of satellite collisions and disintegrations cluttering the near-Earth orbital environmentis ever-growing. This is especially true for the congested Low Earth Orbit (LEO) regime; once a critical density of objects is reached, a collisional cascading is projected to generate runaway growth of theorbital population. Comprehensive tracking of Resident Space Objects (RSO) is a requisite precursor to conjunction forecasting and avoidance; a strategy for active debris mitigation. Conducted at Arctic Lidar Observatory for Middle Atmosphere Research (ALOMAR) Andøya Space, this work presents a means through which a passive optical observation station can be established using only an off-the shelf Canon EOS-1300 camera for uncued detection. A custom processing pipelinewas developed to perform data reduction on the retrieved images and initialisation of the object orbit was accomplished via implementations of the classic Initial Orbit Determination (IOD) algorithms of Laplace and Gauss. RSO identification was performed by reconstruction of the overpass and comparison against objects in a Two Line Elements (TLE) database. The complete script initiates the tracking process, and requires no inputs other than the image, and the geodetic coordinates of the ground station. The processing pipeline was demonstrated to perform robustly on the collected images and the algorithms were tested for different orbital regimes using precision angular data extracted from literature, with the retrieved results corresponding closely to the available reference values for all orbital regimes. Their performance as predictors of satellite position was compared for a variety of test cases, withthe Gauss algorithm producing more consistent results. However, orbits could not be initialised from the images, due to insufficient angular and timing precision. Various adaptations and extensions are suggested in order to achieve the requisite accuracy in the optical data and improve the data collection.

No description available.

This study explores the application of object detection models for detecting Arctic Foxes in camera trap images, a crucial step towards automating wildlife monitoring and enhancing conservation efforts. The study involved training models on You Only Look Once version 7(YOLOv7) architecture across different locations using k-fold cross-validation technique and evaluating their performance in terms of mean Average Precision (mAP), precision, and recall. The models were tested on both validation and unseen data to assess their accuracy and generalizability. The findings revealed that while certain models performed well on validation data, their effectiveness varied when applied to unseen data, with significant differences in performance across the datasets. While one of the datasets demonstrated the highest precision (88%), and recall (94%) on validation data, another one showed superior generalizability on unseen data (precision 76%, recall 95%). The models developed in this study can aid in the efficient identification of Arctic Foxes in diverse locations. However, the study also identifies limitations related to dataset diversity and environmental variability, suggesting the need for future research to focus on training models during different seasons and having different aged Arctic Foxes. Recommendations include expanding dataset diversity, exploring advanced object detection architectures to go one step further and detect Arctic Foxes with skin diseases, and testing the models in varied field conditions.

京都大学 / 新制・課程博士 / 博士(工学) / 甲第24895号 / 工博第5175号 / 新制||工||1988(附属図書館) / 京都大学大学院工学研究科社会基盤工学専攻 / (主査)教授 KIM Chul-Woo, 教授 杉浦 邦征, 教授 八木 知己 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM